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This course outline is for the current semester. To view outlines from other years and/or semesters, visit the archives

1. Course Details

Summary of Course

COMM5706 Design for Social Innovation is an elective course in the Graduate Certificate in Social Impact as well as the MBAX (Social Impact) program. It offers participants the opportunity to learn and apply design tools and methods to real projects with a focus on social outcomes. The course introduces participants to design principles, tools, methods and approaches as they apply to identifying, creating, developing and sustaining social innovations. At the heart of good design is a search for ways to create a better, more sustainable world.

When a design based approach is applied to social innovation and the generation of social impact, the focus can be on products (like designing effective and efficient post-disaster shelters); or services (like designing more inclusive financial services); product / service systems; or processes (like designing effective organisations or social enterprises); or communications (like designing complex information about changes to the law in ways that people can understand and act on).

Design for Social Innovation is suitable for those who are interested in social innovation and/or design thinking and methods but does not require familiarity with either.

Participants may choose to work on their own project or select from a number of identified projects. This action learning approach highlights the complexity of many social issues and opportunities and the need for interconnected, systemic responses. Design for social innovation necessitates taking a "whole-systems approach", rather than a silo approach, to offer different perspectives to the traditional social impact and business tools. Design methods are particularly suited to addressing complicated and complex issues with equally complex and complicated solutions. Students will learn how to engage in the whole cycle of design through practical exercises and projects - Defining, Researching, Ideating, Prototyping, Testing, Iterating, Implementing and Reflecting.

Teaching Times and Locations

Please note that teaching times and locations are subject to change. Students are strongly advised to refer to the Class Timetable website for the most up-to-date teaching times and locations.

Course Aims and Relationship to Other Courses

develop students' understanding of design tools, methods, strategies and approaches and their application in the context of social innovation.

enable students to identify a variety of applications for using design methods through case study and individual investigation of case studies, simulations and practical activities.

Additonal Course Details

Student Learning Outcomes

Program Learning Goals and Outcomes

Course Learning Outcomes

Course Assessment Item

PLO 1: Business knowledge

identify the practical and theoretical intersections between design and social innovation;

Assessment 1 : Participation

Assessment 2 : Critical Examination of Design Methods

Assessment 3 : Individual Report

Assessment 4 : Team Project

describe how a range of design disciplines (including service, communication, product, business model and interaction design) inform and support social innovation and social enterprise development;

Assessment 1 : Participation

Assessment 2 : Critical Examination of Design Methods

Assessment 3 : Individual Report

Assessment 4 : Team Project

PLO 2: Problem solving

apply creative and critical thinking, problem identification and problem-solving tools and frameworks to understand and respond to social issues;

Assessment 1 : Participation

Assessment 2 : Critical Examination of Design Methods

Assessment 3 : Individual Report

Assessment 4 : Team Project

identify and apply key methods for understanding, analysing and engaging with complex systems that underpin many challenging social issues;

Assessment 1 : Participation

Assessment 2 : Critical Examination of Design Methods

Assessment 3 : Individual Report

Assessment 4 : Team Project

critically engage with and evaluate concepts of â€˜design thinkingâ€™, â€˜co-designâ€™, â€˜social designâ€™ and â€˜human-centred designâ€™ as they apply to the context of social innovation;

Assessment 1 : Participation

Assessment 2 : Critical Examination of Design Methods

Assessment 3 : Individual Report

Assessment 4 : Team Project

PLO 3: Business communication

write, document and reflect on the application of design methods to understanding and framing social issues; and engaging users/ stakeholders in the process;

Assessment 1 : Participation

Assessment 2 : Critical Examination of Design Methods

Assessment 3 : Individual Report

pitch/present an innovative, effective and viable design strategy to a social design challenge;

Assessment 4 : Team Project

PLO 4: Teamwork

demonstrate an ability to work as part of a team to develop an appropriate design strategy for a real world social challenge or opportunity;

Assessment 1 : Participation

Assessment 2 : Critical Examination of Design Methods

Assessment 4 : Team Project

PLO 5: Responsible business practice

apply and critically reflect on ethical frameworks to apply design methods in the context of social issues/challenges; and

Assessment 1 : Participation

Assessment 2 : Critical Examination of Design Methods

Assessment 3 : Individual Report

Assessment 4 : Team Project

analyse key local and international, historical and current participatory design traditions, and demonstrate how these can be applied to develop social innovation

Assessment 1 : Participation

Assessment 2 : Critical Examination of Design Methods

Assessment 3 : Individual Report

Assessment 4 : Team Project

PLO 6: Global and cultural competence

apply and critically reflect on ethical frameworks to apply design methods in the context of social issues/challenges; and

Assessment 1 : Participation

Assessment 2 : Critical Examination of Design Methods

Assessment 3 : Individual Report

Assessment 4 : Team Project

analyse key local and international, historical and current participatory design traditions, and demonstrate how these can be applied to develop social innovation.

Assessment 1 : Participation

Assessment 2 : Critical Examination of Design Methods

Assessment 3 : Individual Report

Assessment 4 : Team Project

PLO 7: Leadership development

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2. Staff Contact Details

Position

Name

Email

Location

Phone

Consultation Times

Lecturer-in-Charge

Selena Griffith

Centre for Social Impact, Level 5, Business School Bld, West Lobby

61 2 9385 9622

By appointment

Selena Griffith is Senior Lecturer at the Centre for Social Impact at UNSW. In her time at UNSW she has developed courses in Innovation, Entrepreneurship and Collaboration as well as courses in Sustainable Design, Design Futures, Design Practice and Design Management working across 4 faculties. Selena is UNSW Faculty Advisor for ENACTUS and Faculty Advisor to the Michael Crouch Innovation Centre. Selena is a highly reflective practitioner, integrating her research, teaching, engagement and creative practice.

As co-founder of The Island Innovation Lab (www.islandinnovationlab.com), a program and platform designed to develop cross-disciplinary collaboration skills using design thinking methods to assist diverse teams in working towards addressing global sustainability issues, Selena utilises action learning, engaged learning and peer led learning strategies to support students in wicked problem identification and sticky solution navigation. In 2014, The Island Innovation Lab was recognised by the Buckminster Fuller Institute through an invitation to participate in their Catalyst program and by the Australian Government through the award of financial support for three cross disciplinary Island Innovation Labs held in Singapore (STMP 2014) and Palau and Kiribati (New Columbo Plan 2015).

As a co-founder of Social Innovation Sydney in 2005 (a practice based research project) Selena has helped to develop and support the growth of Australian Social Innovation and Entrepreneurship through providing a platform for enabling social innovators to transition into self-sustaining social entrepreneurs. (www.socialinnovationsydney.org). This has led to a role as Faculty advisor for ENACTUS UNSW, a cross-disciplinary student society which competes nationally to develop social impact projects enabled through entrepreneurial mechanisms. She has worked to develop a community of advisors and mentors to support the UNSW team. Recently she received international recognition in this role as Most Outstanding Faculty Advisor (ENACTUS 2016).

3. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

The teaching model in this course is fully online. You are encouraged to develop an inquiry-based approach to your learning with your facilitator guiding your learning. The Moodle site will provide access to many resources and presentations that can provide you with the tools to examine, explore and discuss your learning with your co-participants and facilitators. The online resources will set the scene, framework and context for the topics being examined.

Learning Activities and Teaching Strategies

In order to maximise the collaborative and experiential nature of this course, a "flipped" learning and teaching approach will be used that will help to support deeper student engagement and outcomes. The "flipped" approach means you do reading and researching independently and use group class time for active and interactive learning. Each Unit (topic) will include a range of activities that you will complete before and after the Unit is offered. You have three major resources to help you learn:

The course materials, comprising readings, references, insights and commentary for each Unit. You will do much of your learning outside the classroom by working through the course materials, and by completing the activities.

Your facilitator, whose role is to guide your learning by conducting class discussions, answering questions that might arise after you have done the week's work, providing insights from practical experience and understanding of theory, providing you with feedback on your Assessments, and directing discussions that will occur between you and your co-participants.

Your co-participants, who are an invaluable potential source of learning for you. Their work and life, and their willingness to question and argue with the course materials, the facilitator and your views, represent a great learning opportunity. They bring much valuable insight to the learning.

Course Structure

Unit 1 Introduction to Design for Social Innovation: We will discuss what is 'design'? What is 'social innovation'? What is 'design for social innovation'?, as well as what does 'design' offer social innovators? It provides an opportunity to familiarise yourself with the course, including the assessment, before your assessed participation begins in Unit (Week) 2.

Unit 2 Structuring Design: Design Cycles and Methods: the relationship between design 'thinking' and design 'doing' (practice). We will consider the different ways design is used in practice: cycles, strategies, methods; and learn how different practitioners have contributed to the evolution of the practice of design. You will be introduced to the design cycle and key tools used at different points in the design cycle. The Unit introduces a variety of design methods. It maps problem/mapping systems: systems thinking in designing social innovations.

Unit 3 (Creative) Thinking in the Design Process and its application to Social Issues, Problems and Solutions: creative thinking: what is it and why is it important in designing for social innovation? We look at the different methods and practices for developing creative thinking capacity in individuals and teams and applying creative thinking methods to identify types of social problems: from simple to complicated and complex. The relationship between problems and solutions, and the importance of asking the right questions to understand social issues and design solutions, are addressed. We will look at the relationship between creative thinking, analytical thinking, critical thinking and systems thinking.

Unit 4 Engaging Users in the Design Process: Participatory Design and Co-Design in Social Innovation: hero designers vs. collaborative design. It examines a history of participatory-design traditions from around the world, including designing BY, WITH, FOR and TO people and the appropriate contexts for each approach. The Unit assists you to gain a deep understanding of co-design and participatory design: events, processes, mindsets and methods, and how they can be leveraged to overcome barriers to engaging people in design processes or change projects.

Unit 5 Research in the Design Process: importance of designing and using appropriate research methods in the design process. We will explore the landscape of design research from Design-led vs. Research-led; and Expert Mindset vs. Participatory Mindset, as well as different research processes: generative research: the front-end of the design process; ethnographic research; critical skills for understanding; and action research: making change in the process of understanding. We will also look at evaluating design and designing evaluation for social outcomes.

Unit 6 Design Cultures: From embedding Design in your DNA to Designing Business Models: considering the impacts, challenges and benefits of adopting and embedding design inside organisations - beyond the 'design project' and the 'design team'. We look at the effectiveness of approaches such design labs through to developing design and innovation cultures. We will visit social design labs from around the world, and see how designing new business models for social innovation: combining commerce and impact using design tools linked the business model canvas can be very effective.

Unit 7 (Reflection Week): Design and Social Innovation are two very reflective and iterative practices. This Unit provides a week for reflecting on what we have learnt so far and how we can / will / are using it in our own practice. This week will also provide the opportunity for students to identify any topics that they would like to learn about that have not been scheduled for the remainder of the course.

Unit 8 Design for Change: Deciphering Complex Social Systems and Designing Sustainable Change: explores systems and the role that design activities can play in deciphering and understanding systems and how we can use design strategies to effect systemic change that is both constructive and sustainable. We will learn how to visually map systems to make them more understandable for all stakeholders and to help people embrace and thrive from change.

Unit 9 Visualising Change: How can Visual Process Support Design for Social Innovation?: investigates visual systems for organising and communicating social innovation and social change both internally and externally. It considers mapping, sketching, data visualisation and graphic facilitation as mechanisms for visualising social change and its outcomes. We will be learning to communicate visually, why it is important in social innovation and demonstrating these skills.

Unit 10 Designing with Intent: How Design can be used to facilitate Behaviour Change: Encouraging behaviour change is often a key aspect of a social innovation. We will see how design can be used effectively to change behaviours through a process of using 'designing with intent' and positioning the 'user' in the context of a desired behavioural and / or structural change for social innovation. Aspects of gamification for social innovation and ethics in the design process are addressed.

Unit 11 Contextualising Design for Social Innovation: Purpose in Practice: Using a particular topic and context, you will review and test many of the methods, tools, strategies, frameworks and ideas that have been shared through the course. This will help us revise the material, and also discuss how it can be used with others in what are termed 'design charettes', 'design jams' or 'hackathons'. These are participatory innovation models. Through your participation in the process, your reflections will form part of a booklet (that your Class Facilitator will compile) about how people can work together to generate innovative ideas to address social issues.

Unit 12 Presentations and Design Pitches: groups will present and reflect on their design strategy and pitch online, and others will have an opportunity to engage with it and respond through constructively critical peer review.

4. Assessment

Formal Requirements

In order to pass this course, you must:

achieve a composite mark of at least 50 out of 100;

achieve a satisfactory result on any essential assessment components; and

meet any additional requirements described in the Assessment Summary section.

You are expected to attempt all assessment requirements in the course.

Assessment Structure

Assessment

Task

Weighting

Length

Due Date

Individual / Group

Assessment 1

Participation

20

N/A

Throughout

Individual

Assessment 2

Critical Examination of Design Methods

25

Each card should contain no more than 500 words - so the total word limit is 2,500 words

Student participation is a very important part of your degree program and is formally assessed across the duration of this course, in both online and face-to-face modes.

In addition, there are two major individual Assessments to be completed for Design for Social Innovation:

Assessment 2 is an applied task where you will create a set of five (5) method cards for problem identification and analysis in designing for social innovation and/or impact.

In Assessment 3 you will explore ways in which we can understand people's experiences of services, and examine the potential for involving/engaging people in identifying potential points of change and innovation in the service delivery offerings.

Assessment 4 is a team project that asks you to present and report on a design strategy in response to a social issue of your choice.

Note that Assessments must be received by 11.59pm Sydney time on the due dates.

Assignment Submission Procedure

You are responsible for submitting all your assessment items on time and via the appropriate procedures. You should submit your written Assessments by 11.59pm Sydney time on the due date via the Turnitin tool on the course Moodle site.

Special Consideration

You must submit all assignments and attend all examinations scheduled for your course. You can apply for special consideration when illness or other circumstances beyond your control, interfere with your performance in a specific assessment task or tasks. Special Consideration is primarily intended to provide you with an extra opportunity to demonstrate the level of performance of which you are capable.

Please note the following:

Applications will not be accepted by teaching staff. The lecturer-in-charge/course coordinator will be automatically notified when you lodge an online application for special consideration.

Decisions and recommendations are only made by lecturers-in-charge/course coordinators (or by the Faculty Panel in the case of final exam special considerations), not by tutors.

Applying for special consideration does not automatically mean that you will be granted a supplementary exam or other concession.

Special consideration requests do not allow the awarding of additional marks to students.

Further information on Business School policy and procedure can be found under 'Special Consideration' on the Policies and Support page.

Protocol for Viewing Final Exam Scripts

Quality Assurance

The program is aligned to a number of international standards, to ensure the courses you study are high quality. At present, this includes designing courses to:

5. Course Resources

The University and the Business School provide a wide range of support services for students, including:

Centre for Social Impact (CSI) http://www.csi.edu.au/ Provides advice and direction on all aspects of admission, enrolment and graduation for Graduate Certificate in Social Impact students. Email: csistudents@unsw.edu.au Phone: 02 8936 0990.

UNSW Counselling and Psychological Services https://student.unsw.edu.au/wellbeing Provides support and services if you need help with your personal life, getting your academic life back on track or just want to know how to stay safe, including free, confidential counselling. Office: Level 2, East Wing, Quadrangle Building; Phone: 9385 5418; Email: counselling@unsw.edu.au

Disability Support Services https://student.unsw.edu.au/disability Provides assistance to students who are trying to manage the demands of university as well as a health condition, learning disability or have personal circumstances that are having an impact on their studies. Office: Ground Floor, John Goodsell Building; Phone: 9385 4734; Email: disabilities@unsw.edu.au

6. Course Evaluation & Development

Continual Course Improvement

Each year feedback is sought from students and other stakeholders about the courses offered in the Business School and continual improvements are made based on this feedback. UNSW's myExperience process is one of the ways in which student evaluative feedback is gathered. In this course we will seek your feedback through end of semester myExperience evaluations.

Student Response

Feedback from previous students in COMM5706 as well as other CSI online courses indicated a desire to restructure the requirements of the weekly discussion forums to provide more time at the beginning of the course to develop the skill of online deliberation and collaborative learning as well as the opportunity mid-way to reflect on the course learnings thus far and map for any additional knowledge that might be sought but not yet planned for the remaining weeks of the course.

Response to Student Feedback

Accordingly, the course structure has been slightly changed to accommodate these recommendations with 10 weeks of new content studied over a 12-week timeframe. It is hoped that this will enable students to focus on key course concepts in depth as well as reflect upon these concepts to solidify their understanding. See below for the 12-week course schedule.

8. Policies and Support

The Business School places knowledge and capabilities at the core of its curriculum via seven Program Learning Outcomes (PLOs). These PLOs are systematically embedded and developed across the duration of all coursework programs in the Business School.

PLOs embody the knowledge, skills and capabilities that are taught, practised and assessed within each Business School program. They articulate what you should know and be able to do upon successful completion of your degree.

Upon graduation, you should have a high level of specialised business knowledge and capacity for responsible business thinking, underpinned by ethical professional practice. You should be able to harness, manage and communicate business information effectively and work collaboratively with others. You should be an experienced problem-solver and critical thinker, with a global perspective, cultural competence and the potential for innovative leadership.

All UNSW programs and courses are designed to assess the attainment of program and/or course level learning outcomes, as required by the
UNSW Assessment Design Procedure. It is important that you become familiar with the Business School PLOs, as they constitute the framework which informs and shapes the components and assessments of the courses within your program of study.

PLO 1: Business knowledge

Students will make informed and effective selection and application of knowledge in a discipline or profession, in the contexts of local and global business.

PLO 2: Problem solving

Students will define and address business problems, and propose effective evidence-based solutions, through the application of rigorous analysis and critical thinking.

PLO 3: Business communication

Students will harness, manage and communicate business information effectively using multiple forms of communication across different channels.

PLO 4: Teamwork

Students will interact and collaborate effectively with others to achieve a common business purpose or fulfil a common business project, and reflect critically on the process and the outcomes.

PLO 5: Responsible business practice

Students will develop and be committed to responsible business thinking and approaches, which are underpinned by ethical professional practice and sustainability considerations.

PLO 6: Global and cultural competence

Students will be aware of business systems in the wider world and actively committed to recognise and respect the cultural norms, beliefs and values of others, and will apply this knowledge to interact, communicate and work effectively in diverse environments.

PLO 7: Leadership development

Students will develop the capacity to take initiative, encourage forward thinking and bring about innovation, while effectively influencing others to achieve desired results.

These PLOs relate to undergraduate and postgraduate coursework programs. Separate PLOs for honours and postgraduate research programs are included under 'Related Documents'.

Business School
course outlines provide detailed information for students on how the course learning outcomes, learning activities, and assessment/s contribute to the development of Program Learning Outcomes.

RELATED DOCUMENTS

UNSW Graduate Capabilities

The Business School PLOs also incorporate
UNSW graduate capabilities, a set of generic abilities and skills that all students are expected to achieve by graduation. These capabilities articulate the University’s institutional values, as well as future employer expectations.

UNSW Graduate Capabilities

Business School PLOs

Scholars capable of independent and collaborative enquiry, rigorous in their analysis, critique and reflection, and able to innovate by applying their knowledge and skills to the solution of novel as well as routine problems.

PLO 1: Business knowledge

PLO 2: Problem solving

PLO 3: Business communication

PLO 4: Teamwork

PLO 7: Leadership development

Entrepreneurial leaders capable of initiating and embracing innovation and change, as well as engaging and enabling others to contribute to change

Global citizens who are culturally adept and capable of respecting diversity and acting in a socially just and responsible way.

PLO 1: Business knowledge

PLO 2: Problem solving

PLO 3: Business communication

PLO 4: Teamwork

PLO 5: Responsible business practice

PLO 6: Global and cultural competence

While our programs are designed to provide coverage of all PLOs and graduate capabilities, they also provide you with a great deal of choice and flexibility. The Business School strongly advises you to choose a range of courses that assist your development against the seven PLOs and four graduate capabilities, and to keep a record of your achievements as part of your portfolio. You can use a portfolio as evidence in employment applications as well as a reference for work or further study. For support with selecting your courses contact the UNSW Business School
Student Centre.

Academic Integrity is honest and responsible scholarship. This form of ethical scholarship is highly valued at UNSW. Terms like Academic Integrity, misconduct, referencing, conventions, plagiarism, academic practices, citations and evidence based learning are all considered basic concepts that successful university students understand. Learning how to communicate original ideas, refer sources, work independently, and report results accurately and honestly are skills that you will be able to carry beyond your studies.

The definition of academic misconduct is broad. It covers practices such as cheating, copying and using another person’s work without appropriate acknowledgement. Incidents of academic misconduct may have serious consequences for students.

Plagiarism

UNSW regards plagiarism as a form of academic misconduct. UNSW has very strict rules regarding plagiarism. Plagiarism at UNSW is using the words or ideas of others and passing them off as your own. All Schools in the Business School have a Student Ethics Officer who will investigate incidents of plagiarism and may result in a student’s name being placed on the Plagiarism and Student Misconduct Registers.

Below are examples of plagiarism including self-plagiarism:

Copying: Using the same or very similar words to the original text or idea without acknowledging the source or using quotation marks. This includes copying materials, ideas or concepts from a book, article, report or other written document, presentation, composition, artwork, design, drawing, circuitry, computer program or software, website, internet, other electronic resource, or another person's assignment, without appropriate acknowledgement of authorship.

Inappropriate Paraphrasing: Changing a few words and phrases while mostly retaining the original structure and/or progression of ideas of the original, and information without acknowledgement. This also applies in presentations where someone paraphrases another’s ideas or words without credit and to piecing together quotes and paraphrases into a new whole, without appropriate referencing.

Collusion: Presenting work as independent work when it has been produced in whole or part in collusion with other people. Collusion includes:

Students providing their work to another student before the due date, or for the purpose of them plagiarising at any time

Paying another person to perform an academic task and passing it off as your own

Stealing or acquiring another person’s academic work and copying it

Offering to complete another person’s work or seeking payment for completing academic work

Collusion should not be confused with academic collaboration (i.e., shared contribution towards a group task).

Inappropriate Citation: Citing sources which have not been read, without acknowledging the 'secondary' source from which knowledge of them has been obtained.

Self-Plagiarism: ‘Self-plagiarism’ occurs where an author republishes their own previously written work and presents it as new findings without referencing the earlier work, either in its entirety or partially. Self-plagiarism is also referred to as 'recycling', 'duplication', or 'multiple submissions of research findings' without disclosure. In the student context, self-plagiarism includes re-using parts of, or all of, a body of work that has already been submitted for assessment without proper citation.

Cheating

The University also regards cheating as a form of academic misconduct. Cheating is knowingly submitting the work of others as their own and includes contract cheating (work produced by an external agent or third party that is submitted under the pretences of being a student’s original piece of work). Cheating is not acceptable at UNSW.

If you need to revise or clarify any terms associated with academic integrity you should explore the 'Working with Academic Integrity' self-paced lessons available at: https://student.unsw.edu.au/aim.

For information on how to acknowledge your sources and reference correctly, see: https://student.unsw.edu.au/referencing. If you are unsure what referencing style to use in this course, you should ask the lecturer in charge.

Students are expected to be familiar with and adhere to university policies in relation to class attendance and general conduct and behaviour, including maintaining a safe, respectful environment; and to understand their obligations in relation to workload, assessment and keeping informed.

Workload

It is expected that you will spend at least ten to twelve hours per week studying for a course except for Summer Term courses which have a minimum weekly workload of twenty to twenty four hours. This time should be made up of reading, research, working on exercises and problems, online activities and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities.

We strongly encourage you to connect with your Moodle course websites in the first week of semester. Local and international research indicates that students who engage early and often with their course website are more likely to pass their course.

Attendance

Your regular and punctual attendance at lectures and seminars or in online learning activities is expected in this course. The Business School reserves the right to refuse final assessment to those students who attend less than 80% of scheduled classes where attendance and participation is required as part of the learning process (e.g., tutorials, flipped classroom sessions, seminars, labs, etc.).

General Conduct and Behaviour

You are expected to conduct yourself with consideration and respect for the needs of your fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students may be asked to leave the class.

Health and Safety

Keeping Informed

You should take note of all announcements made in lectures, tutorials or on the course web site. From time to time, the University will send important announcements to your university e-mail address without providing you with a paper copy. You will be deemed to have received this information. It is also your responsibility to keep the University informed of all changes to your contact details.

Business School Student CentreThe Business School Student Centre provides advice and direction on all aspects of admission, enrolment and graduation.Level 1, Room 1028 in the Quadrangle Building02 9385 3189

Educational Support ServiceEducational Support Advisors work with all students to promote the development of skills needed to succeed at university, whilst also providing personal support throughout the process. Check their website to request an appointment or to register in the Academic Success Program.John Goodsell Building, Ground Floor.advisors@unsw.edu.au02 9385 4734

UNSW ITUNSW IT provides support and services for students such as password access, email services, wireless services and technical support.UNSW Library Annexe (Ground floor).itservicecentre@unsw.edu.au02 9385 1333

Disability Support ServicesUNSW Disability Support Services provides assistance to students who are trying to manage the demands of university as well as a health condition, learning disability or who have personal circumstances that are having an impact on their studies. Disability Advisers can arrange to put in place services and educational adjustments to make things more manageable so that students are able to complete their course requirements. To receive educational adjustments for disability support, students must first register with Disability Services.Ground Floor, John Goodsell Building.disabilities@unsw.edu.au02 9385 4734